Author
There’s a case to be made for rigor in teaching, which is a practice grounded in both art and science. Rigor in instructional design is particularly necessary for online instruction. The more we learn about the cognition of learning, most…
Continue readingAs faculty become more adept at the online learning experience (of necessity for many; reluctantly for some) many lament the loss of the classroom experience. There is a real sense of loss in not being together with students in the…
Continue readingGiving constructive feedback to students is one of the most powerful pedagogical functions a teacher can provide for learners. Yet, teachers often are reluctant to provide feedback for various reasons, like the fear of coming across as critical or the…
Continue readingWe are early into this novel and challenging COVID semester and starting to get feedback on the (for many) new modes of teaching and learning—namely, online/virtual experiences. One message from students is that they are feeling overwhelmed with keeping up…
Continue readingRegardless of how one may feel about online learning (now, during COVID-19, thrust upon us, the willing and unwilling), admittedly it is now a vital and critical academic and professional skill. Helping students become proficient in online learning has arguably…
Continue readingEffective online teaching requires applying sound pedagogy, the same as those practiced in the classroom experience. One such practice is induction–and, you can never overdo it. When I was in parish ministry, our staff met weekly to do worship planning….
Continue readingI’ve been sketching, drawing and painting since I was a child. Sometimes people ask, “How do you draw so well?” On occasion I respond, “When you do something every day for a long time you can get pretty good at…
Continue readingIn Toward a Theory of Instruction, educator Jerome Bruner insists that a theory of development must be linked both to a theory of knowledge and to a theory of instruction, “or be doomed to triviality.” (Toward a Theory of Instruction,…
Continue readingThere’s an old adage that says “The worst teaching method is the one you always use.” We may consistently use a particular teaching method because “it works,” or, because we may be unaware of other methods that can help engage…
Continue readingThere’s no one way to go about developing a course. More often than not, it’s an individualized process driven by standards, one’s academic field, the course intent, and personal preferences, and habits. Below is one way to approach the development…
Continue reading
